I've had the pleasure of mentoring some very talented biology majors who enjoy the mathematical side of ecology. Through lots of whiteboard discussions of classic models interspersed with R sessions, I've helped undergrads get the mathematical and coding skills needed to do their own theoretical ecology. These bright students have found the cross-talk between coding up simulations and solving for equilibrial stability by hand very motivating and illuminating when grappling with models. Through this powerful combination, we've transitioned mentees in a couple of months from a basic understanding of differential calculus and no programming experience to upper level differential calculus verified by simulations.
Just as this interconnected way of learning theoretical ecology propels students forward, so does the connection between experiments and theory. I have mentored and worked with undergraduates on the empirical side of ecology as well. Familiarity with the natural history and techniques of the study system provide questions to address with theory which in turns raises questions to be answered by experiments. When students can see the scope of the question from multiple viewpoints, their enthusiasm and intellectual engagement flourish.
Just as this interconnected way of learning theoretical ecology propels students forward, so does the connection between experiments and theory. I have mentored and worked with undergraduates on the empirical side of ecology as well. Familiarity with the natural history and techniques of the study system provide questions to address with theory which in turns raises questions to be answered by experiments. When students can see the scope of the question from multiple viewpoints, their enthusiasm and intellectual engagement flourish.